12册练习文本

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缺页：4册p167，5册178，6册175，177，7册全，8册170，9册168，170，10册168，176， 11册177，12册170，184共缺12页。

11

BOOK TWELVE, REVIEW THREE
Review Three. For this lesson,
you'll need a pencil and a
piece of paper.


    Rita is talking with Steven about
    solving the mystery at WEFL.
    What were the three places
    where the gloves turned up?
    Listen carefully for the answer.
RITA:    Well, Steven, I'm glad it's
        over. We were all on pins
        and needles there for a
        while.
STEVEN:    Yeah. My ulcer was really
        getting bad. Thank
        goodness for Ray Modine.
RITA:    How did he get Roger to
        confess?
STEVEN:    Actually, it was Jake who
        got Roger to confess. But
        Ray figured out the part
        about the gloves.
RITA:    And it was the gloves
        which were the key to the
        case.
STEVEN: That's right. You know,
        without those gloves, we
        would never have been able
        to connect Roger to
        Thomas Ames.
RITA:    Gee.
STEVEN: The key was the places
        where those gloves turned
        up.
RITA:    In Thomas Ames's office,
        in the editing room where
        Roger was working, and in
        that interview Chris did
        with Terry.
STEVEN:    You know, Rita, I thought
        for a while Terry was
        involved in the sabotage.
RITA:    Yeah. We all did, I guess.
STEVEN:    But in a way, it was Terry
        who finally solved the case.
        He was the one who helped
        Ray explain the gloves.
RITA:    Detective Terry Smithers.
        Hmmm. Maybe he should
        start wearing a raincoat . . .
STEVEN:    And driving a fast car.
RITA:    No way. I love him just as
        he is.
N:    OK. What were the three places
    where the gloves turned up?
M:    In Thomas Ames's office, in the
    editing room, and in the
    interview Chris did with Terry.
N:    Now listen and repeat.
M:    who got Roger to confess
    It was Jake who got Roger to
    confess.
    It was Jake who got Roger to
    confess.


184

F:    the key to the case
    It was the gloves which were the
    key to the case.
    It was the gloves which were the
    key to the case.
N:    Now you hear. . .
M:    Jake got Roger to confess.
N:    And you say. . .
F:    It was Jake who got Roger to
    confess.
N:    You hear. . .
M:    The gloves were the key to the
    case.
N:    And you say. . .
F:    It was the gloves which were the
    key to the case.
N:    OK? Here we go.
M:    Jake got Roger to confess.
F:    It was Jake who got Roger to
    confess.
M:    The gloves were the key to the
    case.
F:    It was the gloves which were the
    key to the case.
M:    The meeting in the parking lot
    gave Detective Modine the final
    answer.
F:    It was the meeting in the parking
    lot which gave Detective Modine
    the final answer.
M:    Roger Ward was sabotaging the
    station.
F:    It was Roger Ward who was
    sabotaging the station.
M:    But Thomas Ames was giving
    the orders to Roger.
F:    But it was Thomas Ames who
    was giving the orders to Roger.
M:    Jake's interview with Thomas
    Ames gave away the connection.
F:    It was Jake's interview with
    Thomas Ames which gave away
    the connection.
M:    In the end, everybody working
    together saved WEFL.
F:    In the end, it was everybody
    working together which saved
    WEFL.
N:    Good.. Now Chris is reporting
    the weather on "Hello
    America." Before you listen to
    Chris's report, here are some
    questions for you to keep in mind
    while listening. Take a piece of
    paper and a pencil and write
    down enough information so you
    can remember the question.
    Each question will be read twice
    with pauses for you to write.
    Ready? Here's Question One.


M:    What's the temperature in
    Stamford today? What's the
    temperature in Stamford today?
N:    Question Two.
M:    What season is it? What season
    is it?
N:    Question Three.
M:    How many states are there in
    New England? How many states
    are there in New England?
N:    Question Four.
M:    What three states are mentioned
    in the report? What three states
    are mentioned in the report?
N:    Question Five.
M:    Which one is not part of New
    England? Which one is not part
    of New England?
N:    Question Six.
M:    About how many days a year is
    the weather unusually cold in
    Stamford? About how many days
    a year is the weather unusually
    cold in Stamford?
N:    Question Seven.
M:    On the average, how many days
    a year is the weather extremely
    hot? On the average, how many
    days a year is the weather
    extremely hot?
N:    Question Eight.
M:    About how many days a year do
    the people of Stamford need to
    carry an umbrella? About how
    many days a year do the people
    of Stamford need to carry an
    umbrella.
N:    Now here's Chris. Listen
    carefully to her report and write
    down the important information
    you'll need to answer the
    questions.
CHRIS:    Here in Stamford we're
    having a bright, sunny day.
    The temperature is a crisp 54
    degrees Fahrenheit, 12
    degrees Celsius. A little cool
    for the last day of September.
    Actually, we're pretty lucky
    in Connecticut. In the other
    five New England states, it's
    much colder than here. In
    Kennebunkport, Maine, for
    example, the temperature
    today is just above freezing.
    Did you know here in
    Connecticut we have the
    mildest climate in New
    England? Well, we do. The
    temperature falls below 0


    degrees Fahrenheit only
    about six days a year . . .
    and goes above 90 degrees
    Fahrenheit only on the
    average of 19 days a year.
    And listen to this. Rain falls
    on the average only 127 days
    a year. Not exactly
    California, I admit, but not
    bad for New England.
    Anyway, if you want to
    complain about the weather,
    think of those poor people in
    Kennebunkport. This is
    Chris Bloom reporting for
    "Hello America." Back to
    you, Jake.   
N:    All right. Now try to answer the
    questions. Give short answers.
    Question one.   
M:    What's the temperature in
    Stamford today?   
F:    54 degrees Fahrenheit, 12
    degrees Celsius.   
N:    Question Two.   
M:    What season is it?
F:    Autumn, or fall.   
N:    Question Three.   
M:    How many states are there in
    New England?   
F:    Six.   
N:    Question Four.   
M:    What three states are mentioned
    in the report?   
F:    Connecticut, Maine, and
    California.   
N:    Question Five.   
M:    Which one is not part of New
    England?   
F:    California.   
N:    Question Six.   
M:    About how many days a year is
    the weather unusually cold in
    Stamford?   
F:    About six.   
N:    Question Seven.   
M:    On the average, how many days
    a year is the weather extremely
    hot?   
F:    Nineteen.   
N:    Question Eight.    -
M:    About now many days a year do
    the people of Stamford need to
    carry an umbrella?
F:    About a hundred and twenty-
    seven.   
N:    This is the end of Review Three.
     
185

12

    BOOK TWELVE, LESSON NINE
    N:    Welcome to Lesson Nine. Terry and
            Rita are watching the tape that
            Terry made for her. Who do you
            think has probably known Rita
            the longest? Listen carefully for
            the answer.
    TERRY:    Are you ready, Rita?
    RITA:    I guess so.
    TERRY:    Let me rewind the tape
                . . . OK. Here we go. First
                Mike.. .
    MIKE:    Nineteen sixty was the year
                that I first met Rita. She
                was young and pretty and
                full of life. I had never met
                anyone who was so
                enthusiastic about
                everything.
    TERRY:    Now here's Chris Bloom.
    CHRIS:    I was introduced to Rita by
                a friend who knew her from
                a cooking class. Even
                though she was someone
                who was closer to my
                mother's age than mine
                (sorry, Rita), I knew
                immediately that we would
                be good friends.
    RITA:    Oh, Chris. How sweet.
    TERRY:    Now Steven.
    STEVEN:    Rita is the kind of person
                who gives you everything
                she's got. . . I remember
                when I first met her I
                thought, "Here's someone
                who knows what's she's
                doing." She was the kind of
                makeup person who could
                handle the toughest
                problems.
    RITA:    Please, please, Terry. Stop
                the tape. I-I can't take any
                more.
    N:    OK. Who do you think has
            probably known Rita the
            longest?
    F:    Mike.
    N:    Now listen and repeat.
    M:    the year that I first met Rita
            Nineteen sixty was the year that
            I first met Rita.
    F:    closer to my mother's age
       
            closer to my mother's age than
            mine
            She was someone who was closer
            to my mother's age than mine.
            She was someone who was closer
            to my mother's age than mine.
    N:    Now you hear. . .


F:    I first met Rita in nineteen sixty.
N:    And you say. . .
M:    Nineteen sixty was the year that
    I first met Rita.
N:    You hear. . .
M:    She was closer to my mother's
    age than mine.
N:    And you say. . .
F:    She was someone who was closer
    to my mother's age than mine.
N:    All right. Let's begin.
F:    I first met Rita in nineteen sixty.
M:    Nineteen sixty was the year that
    I first met Rita.
M:    She was closer to my mother's
    age than mine.
F:    She was someone who was closer
    to my mother's age than mine.
F:    We have next Thursday off.
M:    Next Thursday is the day that we
    have off.
M:    She knows what she's doing.
F:    She's someone who knows what
    she's doing.
F:    Jake cared a lot about how he
    looked in the beginning.
M:    In the beginning, Jake was
    someone who cared a lot about
    how he looked.
M:    Rita loves everyone at WEFL.
F:    Rita is someone who loves
    everyone at WEFL.
N:    Now let's listen to the last part of
    the tape that Terry made for
    Rita. You will hear a lot of
    adjectives describing Rita. While
    you're listening, count how many
    different adjectives you hear
    . .. Don't count the same adjective
    twice. OK, now listen and
    count.
STEVEN:    One word that says who
    Rita is? Oh, that's hard.
    Let's see. . . dependable.
CHRIS:    Insightful.
MIKE:    Talented.
JAKE:    There isn't just one word
    that describes Rita. She's
    creative, kind, honest,
    professional, intelligent,
    and she's fun. I guess that's
    it. If I had to say only one
    word about Rita, I would
   
    say that she's someone who
    is fun. She's fun. That's
    who Rita is. She's a fun
    person.
N:    All right, how many different
    adjectives describing Rita did you
    hear?

F:    If you said "Nine," give yourself
    a pat on the back. Nine is the
    right answer.
N:    Now let's listen again to the last
    part of Terry's tape. This time
    I'm going to ask you what the
    adjectives were that you heard.
    Here we go.
STEVEN:    One word that says who
    Rita is? Oh, that's hard.
    Let's see. . . Dependable.
CHRIS:    Insightful.
MIKE:    Talented.
JAKE:    There isn't just one word
    that describes Rita. She's
    creative, kind, honest,
    professional, intelligent,
    and she's fun. I guess that's
    it. If I had to say only one
    word about Rita, I would
    say that she's someone who
    is fun. She's fun. That's
    who Rita is. She's a fun
    person.
N:    OK. Now I say, "Did anyone say
    'talented'?" And you say . . .
F:    Yes. Someone said "talented."
N:    I say, "How about 'terrible'?"
    And you say. . .
F:    No. No one said "terrible."
N:    Ready? Let's begin. Did anyone
    say "talented"?
F:    Yes. Someone said "talented."
N:    How about "terrible"?
F:    No. No one said "terrible."
N:    Insightful?
F:    Yes. Someone said "insightfu1."
N:    How about "kind"? Did anyone
    say "kind"?
F:    Yes. Someone said "kind."
N:    Did anyone say "sexy"?
F:    No. No one said "sexy."
N:    Dishonest?
F:    No. No one said "dishonest."
N:    How about "intelligent"?
F:    Yes. Someone said "intelligent."
N:    Did anyone say "funny"?
F:    No. No one said "funny."
N:    How about "fun"? Did anyone
    say "fun"?
F:    Yes. Someone said "fun."
N:    Chris and Ray are enjoying a
    quiet dinner together at a
   
    romantic restaurant near the
    beach club. They're celebrating
    his success at solving the mystery
    at WEFL. Listen carefully to
    what Chris is eating.
RAy:    I couldn't have done it
    alone, you know.
186

   
CHRIS:    What's that, Ray?
RAy:    I mean, I couldn't have
    wrapped up the case so
    quickly without the help of
    people like Mike and Terry
    and mostly you.
CHRIS:    Oh, come on. What about
    Steven and Jake?
RAy:    And Steven, of course. Are
    you enjoying the broiled
    shrimp?
CHRIS:    Yes. It's terrific. This is a
    restaurant where the seafood
    is really excellent. You
    know, it's not the first time
    I've been here, Ray. This is
    where I used to work before I
    got the job at WEFL. Not
    here in the restaurant, but
    over there at the beach club.
    Do you see where the sign is
    that says Sailing Lessons?
    Over there, by the dock.
    That's the place where I
    taught sailing.
RAy:    Really. I didn't know you
    taught sailing.
CHRIS:    Vh-huh. There wasn't much
    excitement. But I was happy.
    I felt great and looked terrific
    too. Tan, healthy. . .
RAy:    I bet you did . . .
CHRIS:    What?
RAy:    Look terrific. Tan, healthy,
    beautiful . . .
CHRIS:    Ray? Would you like to go
    sailing with me sometime?
    Just the two of us. I know a
    little beach where we can
    swim. I need a break after all
    this business at WEFL.
RAY:    Sure. How about tomorrow?
CHRIS:    No. things are still up in the
    air. I'm really concerned
    about my future at the
    station. I'm the kind of
    person who needs security.
    The job of assistant is fun,
    but let's face it, I need a
    position where I can feel
    secure. You understand,
    don't you, Ray? First, I want
    to know exactly where I
    stand. Then I'll be able to
    relax with you. Anyway,
    Steven promised he'd decide
    at the end of the week. Are
    you free next Sunday?
RAy:    For you, Chris, I'm always
    free.


N:    OK. What is Chris eating?
F:    Broiled shrimp.
N:    Now listen and repeat.
F:    I taught sailing
    That's the place where I taught
    sailing.
    That's the place where I taught
    sailing.
    I used to eat lunch
    This is the restaurant where I
    used to eat lunch.
    This is the restaurant where I
    used to eat lunch.
N:    Now you hear. . .
M:    I taught sailing at that place.
N:    And you say. . .
F:    That's the place where I taught
    sailing.
N:    You hear. . .
M:    I used to eat lunch at this
    restaurant.
N:    And you say. . .
F:    This is the restaurant where I
    used to eat lunch.
N:    All right. Let's begin.
M:    I taught sailing at that place.
F:    That's the place where I taught
    sailing.
M:    I used to eat lunch at this
    restaurant.
F:    This is the restaurant where I
    used to eat lunch.
M:    The seafood is really excellent at
    this restaurant.
F:    This is a restaurant where the
    seafood is really excellent.
M:    I used to work at that beach
    club.
F:    That's the beach club where I
    used to work.
M:    I spent most of my time on that
    dock.
F:    That's the dock where I spent
    most of my time.
M:    We'll be able to really relax on
    that beach.
F:    That's the beach where we'll be
    able to really relax.
N:    This is the end of Lesson
    Nine.

13

   
BOOK TWELVE, LESSON TEN
N:    Welcome to Lesson Ten.
    For this lesson, you'll need a
    pencil and a piece of paper.
    Listen to this conversation.
    When you hear a passive
    construction, like was made or
    are required, write it down.
    There will be a pause for you to


    do this. Ready? Let's begin.
MI:    Good evening, sir.
M2: Good evening. My wife and I
    are here for dinner.
MI:    Do you have a reservation?
M2: Yes. A reservation was made in
    my name this morning.
MI:    And what is the name?
M2: Johnson.
MI:    Johnson. . . Johnson. Yes,
    here it is. But I'm sorry, sir. . .
M2: What's the matter?
MI: Ties are required for all
    gentlemen in the restaurant.
    And ladies in shorts are not .
    allowed inside.
M2: Well, if that's how it is in your
    restaurant, we'll go somewhere
    else. Humph! We've never
    been told our clothes aren't
    good enough for a restaurant
    before!
N:    How many passive
    constructions did you write
    down? There were four you
    should have written. They were
    was made, are required, are not
    allowed, and been told. Now
    listen and repeat.
M:    A reservation was made in my
    name this morning.
    A reservation was made in my
    name this morning.
F:    Ties are required for all
    gentlemen in the restaurant.
    Ties are required for all
    gentlemen in the restaurant.
M:    And ladies in shorts are not
    allowed inside.
    And ladies in shorts are not
    allowed inside.
F:    We've never been told our
    clothes aren't good enough
    before!
    We've never been told our
    clothes aren't good enough
    before!
N:    Now you're going to hear a
    sentence using an active voice
    construction in the present or
    past tense. Change the
    sentence using a passive voice
    construction instead. For
    example, you hear. . .
F:    We require ties for all
    gentlemen in the restaurant.
N:    And you say. . .
M:    Ties are required for all
    gentlemen in the restaurant.
N:    Or you hear. . .


187

F:    We don't allow ladies in shorts
    inside.
N:    And you say. . .
M:    Ladies in shorts are not allowed
    inside.
N:    All right. Let's begin.
F:    We require ties for all
    gentlemen in the restaurant.
M:    Ties are required for all
    gentlemen in the restaurant.
F:    We don't allow ladies in shorts
    inside.
M:    Ladies in shorts are not allowed
    inside.
F:    We require reservations in this
    restaurant.
M:    Reservations are required in
    this restaurant.
F:    No one's ever told us our
    clothes aren't good enough
    before.
M:    We've never been told our
    clothes aren't good enough
    before.
       
F:    People told us we could wear
    whatever we wanted to.
M:    We were told we could wear
    whatever we wanted to.
F:    They serve good food in other
    restaurants too.
M:    Good food is served in other
    restaurants too.
N:    Now listen to this part of a
    conversation between Mike and
    Steven. They're talking about
    going on a fishing trip. How
    many times do they use a modal
    auxiliary like should be made or
    can be made? Listen.
MIKE:    My friend told me he made
    the reservation for six.
STEVEN:    Maybe the reservation
    should be made in my
    name. And maybe it should
    be made for seven.
MIKE:    That's a good idea. The
    reservation can be made in
    your name. They know
    you're the producer here,
    and we may get a better
    boat.
N:    Now how many times did they
    use a modal auxiliary like should
    be made or can be made? If you
    said "Three times," you're
    correct. Now listen and repeat.
M:    should be made in my name
    maybe the reservation
    Maybe the reservation should be
    made in my name.


    Maybe the reservation should be
    made in my name.
F:    should be made for seven
    and maybe it should be
    And maybe it should be made for
    seven.
    And maybe it should be made for
    seven.
M:    can be made in my name
    the reservation can be
    The reservation can be made in
    my name.
    The reservation can be made in
    my name.
N:    Now you're going to hear a
    sentence that uses a modal
    auxiliary in an active
    construction. Change the
    sentence to a passive
    construction. For example, you
    hear.. .
M:    Someone should make the
    reservation in my name.
N:    And you say. . .
   
F:    The reservation should be made
    in my name.
N:    Or you hear. . .
M:    Someone can make the
    reservation for seven.
N:    And you say. . .
F:    The reservation can be made for
    seven.
N:    OK. Let's begin.
M:    Someone should make the
    reservation in my name.
F:    The reservation should be made
    in my name.
M:    Someone can make the
    reservation for seven.
F:    The reservation can be made for
    seven.
M:    Someone has to reedit the story.
F:    The story has to be reedited.
M:    They may air the report on the
    Nature Center tonight.
F:    The report on the Nature Center
    may be aired tonight.
M:    They could ruin the farm if they
    build on that land.
F:    The farm could be ruined if they
    build on that land.
M:    Someone must tell the truth
    about what's going on.
F:    The truth must be told about
    what's going on.
N:    Now you're going to do the
    opposite. You're going to hear a
    sentence that uses a passive
    construction and an agent. The
    agent tells you who did the
   
   
    action. Repeat the sentence,
    using the agent as the subject to
    change the passive construction
    to an active one. For example,
    you hear . . .
F:    The water will be polluted by the
    project.
N:    And you say. . .
M:    The project will pollute the
    water.
N:    Or you hear. . .
M:    The show may be aired by
    WEFL.
N:    And you say. . .
F:    WEFL may air the show.
N:    All right. Let's begin.
M:    The water will be polluted by the
    project.
F:    The project will pollute the
    water.
M:    The show may be aired by
    WEFL.
F:    WEFL may air the show.
M:    The farm was established by the
   
    Lopez family.
F:    The Lopez family established the
    farm.
M:    The entire story must be reedited
    by Jake and Chris.
F:    Jake and Chris must reedit the
    entire story.
M:    The construction has to be
    approved by the city.
F:    The city has to approve the
    construction.
M:    The farm might be sold again by
    the owner.
F:    The owner might sell the farm
    again.
N:    Now take your pencil and a piece
    of paper. You're going to hear
    two people who will either ask
    you a question, give you an
    order, or make a statement.
    Whatever they say, write down
    exactly what you hear. There
    will be a pause after each speaker
    finishes for you to write. Ready?
    Let's begin.
M:    What do I need to write a
    report?
F:    I'm going on Mike's boat.
M:    Give Steven your fishing rod!
F:    What will the deadline for my
    article be?
M:    I need you to reedit a report.
F:    Help me find the deed to my
    father's property.
N:    Now listen as the sentences and
    questions are read one more
   
   
   
188

    time. Check your paper and
    correct any mistakes you find.
    OK? Listen.
M:    What do I need to write a
    report?
F:    I'm going on Mike's boat.
M:    Give Steven your fishing rod!
F:    What will the deadline for my
    article be?
M:    I need you to reedit a report.
F:    Help me find the deed to my
    father's property.
N:    Now, using your paper, restate
    each question, command, or
    statement using indirect speech.
    For example, you hear. . .
F:    What did the man ask you?
N:    And you say. . .
M:    He asked me what he needed to
    write a report.
N:    Or you hear. . .
M:    What did the woman tell you?
N:    And you say. . .
F:    She told me she was going on
    Mike's boat.
N:    All right? Let's begin.
F:    What did the man ask you?
M:    He asked me what he needed to
    write a report.
M:    What did the woman tell you?
F:    She told me she was going on
    Mike's boat.
F:    What did the man tell you to do?
M:    He told me to give Steven my
    fishing rod.
M:    What did the woman ask you?
F:    She asked me what the deadline
    for her article would be.
F:    What did the man tell you?
M:    He told me he needed me to
    reedit a report.
M:    What did the woman ask you to
    do?
F:    She asked me to help her find
    the deed to her father's property.
N:    And now I'm telling you that it's
    time to go on to the next lesson.
    This is the end of Lesson
    Ten.

14

BOOK TWELVE, LESSON ELEVEN

N: Welcome to Lesson Eleven.
Listen to part of a conversation
between Chris and Rita.
They're talking about the things t
hat Rita will have time for,
now that she's retiring.
Count how many times they use
some form of a causative,
such as have something


done or get something done. Ready? Listen.
CHRIS: Look at those ladies
in that beauty parlor. Can you imagine
sitting there getting your hair cut and having
your nails done? Who has
the time. Who has the patience?
RITA:    I do. At least now that I'm
retiring, I have the time. I
tell you, I'm going to have my
hair cut once a month.
I'm going to have my nails manicured
once a week. I'm going to get
my hair done once a week.
N: Now how many times did they
use some form of a causative?
Five times. Now listen and
repeat.
M: having your nails done
getting your hair cut
can you imagine sitting there
Can you imagine sitting there getting
your hair cut and having your nails done?
Can you imagine sitting there
getting your hair cut and having
your nails done?
F: have my hair cut once a month I'm going to have
I'm going to have my hair cut once a month.
I'm going to have my hair cut once a month.
my nails manicured once a week I'm going to have
I'm going to have my nails manicured once a week.
I'm going to have my nails manicured once a week.
my hair done once a week
I'm going to get
I'm going to get my hair done once a week.
I'm going to get my hair done once a week.
N: Now you're going to hear some
cue words which you're going
to use to make a sentence
containing a causative
with have. For example, you hear. . .
M: Those women. . . hair cut. . .
once a week.
N: And you say. . .
F: Those women have their hair cut
once a week.
N: Or you hear...
M: Rita... nails done. . . last
    week.


N: And you say. . .
F: Rita had her nails done last
week.
N: All right? Let's begin.
M: Those women. . . hair cut. . .
    once a week.
F: Those women have their hair cut
    once a week. .
M: Rita... nails done. . . last
    week.
F: Rita had her nails done last
    week.
M: Chris... going to. . . nails
    manicured. . . next week.
F: Chris is going to have her nails
    manicured next week.
M: Mike... hair cut. . . two
    weeks ago.
F: Mike had his hair cut two weeks
    ago.
M: Chris and Rita. . . nails done
    once every six months.
F: Chris and Rita have their nails
    done once every six months.
    M: Mike and Steven. . . never. . .
    nails manicured . . . in their
    lives.
F: Mike and Steven have never had their nails manicured in their
    lives.
N: Now listen to Rita again as she
talks about her plans for the future.
How many different things does
she say she's going to have done? I
n other words,
how many different causatives
does she use? Listen.
RITA: I have it all planned.
Every Monday,
I'm going to get my back massaged.
On Tuesdays,
I'm going to have my house cleaned.
On Wednesdays,
I'm going to have my nails done.
On Thursdays,
I'm going to get my hair done,
and on Fridays, I'm going to relax.
N: Now how many causatives
did she use? Yes.
She used five causatives.
Now listen and repeat.
M: get my back massaged
Every Monday, I
'm going to get my back massaged.
Every Monday,
I'm going to get my back massaged.
get my house cleaned
On Tuesdays, I'm going to get my house cleaned.
On Tuesdays, I'm going to get my house cleaned.

189

F:    have my nails done
    On Wednesdays, I'm going to
    have my nails done.
    On Wednesdays, I'm going to
    have my nails done.
    get my hair done
    On Thursdays, I'm going to get
    my hair done.
    On Thursdays, I'm going to get
    my hair done.
N:    Now you're going to hear
    someone talking about a
    problem. Then there will be a
    question for you to answer using
    should and a causative with have.
    For example, you hear. . .
F:    My daughter's hair is too long.
    What do you think I should do?
    Should I cut it myself?
N:    And you say. . .
M:    You should have it cut.
N:    Or you hear. . .
F:    I have a sore back. I think I need
    a massage. What do you think I
    should do?
N:    And you say. . .
M:    You should have it massaged.
N:    OK? Let's begin.
F:    My daughter's hair is too long.
    What do you think I should do?
    Should I cut it myself?
M:    You should have it cut.
F:    I have a sore back. I think I need
    a massage. What do you think I
    should do?
M:    You should have it massaged.
F:    My nails look awful, but I don't
    want to manicure them myself.
    What should I do?
M:    You should have them
    manicured.
F:    I'm not seeing very clearly. I
    think I need my eyes examined.
    What do you advise me to do?
M:    You should have them
    examined.
F:    I haven't been to a dentist in
    over two years. I think my teeth
    might need to be checked. What
    should I do?
M:    You should have them checked.
F:    This dress is dirty. But I want to
    wear it to a party next week. Do
    you think I should try to dry-
    clean it myself?
M:    You should have it dry-cleaned.
N:    Now listen to this conversation.
    Tom is just returning home from
    work. His mother is waiting
    impatiently for him to arrive.

    She wants to know what
    happened when he asked his boss
    for a raise. She asks him a lot of
    questions. How many different
    WH- question words does she
    use: words like who, what, and
    why? Listen and count the
    different ones she uses.
M:    Hi, Mom. I'm home.
F:    Oh, Tom. I've been thinking
    about you all day. What did the
    boss say about a raise?
M:    Well, he was on his way out, and
    he took me with him.
F:    Took you with him? Where did
    you go?
M:    To his favorite restaurant. With
    another person.
F:    Another person. Who was the
    other person? You're being so
    mysterious about all this.
M:    The other person was his
    business partner. They were
    going to discuss the company's
    new office. And guess what!
    During lunch, they told me they
    wanted to make me the new
    manager. With a raise, of course!
F:    That's wonderful, Tom! When
    do you start?
M:    Next month.
F:    How nice. But Tom, why did
    you make me ask you all those
    questions? You could have told
    me right away.
M:    And ruin the suspense? It's more
    fun when you have to ask me all
    those questions.
N:    Now how many different WH-
    questions did his mother ask
    Tom? She asked him five
    different WH- questions. Let's
    practice them. Listen and repeat.
F:    What did the boss say about a
    raise?
    What did the boss say about a
    raise?
    Where did you go?
    Where did you go?
    Who was the other person?
    Who was the other person?
    When do you start?
    When do you start?
    Why did you make me ask you
    all those questions?
    Why did you make me ask you
    all those questions?
N:    Now you're going to ask a WH-
    question, based on a statement

    you hear. For example, you
    hear. . .
M:    My boss told me something.
N:    And you say . . .
F:    What did he tell you?
N:    Or you hear. . .
M:    Then we went to an interesting
    place.
N:    And you say. . .
F:    Where did you go?
N:    OK? Let's begin.
M:    My boss told me something.
F:    What did he tell you?
M:    He told me he wanted to take
    me to lunch. Then we went to
    an interesting place.
F:    Where did you go?
M:    We went to a Chinese
    restaurant. During lunch, he got
    up several times.
F:    Why did he get up?
M:    He had to call someone.
F:    Who did he have to call?
M:    He had to call his boss. But after
    the last call, he came back to the
    table and gave me something
    very nice.
F:    What did he give you?
M:    He gave me a promotion. I'm
    going to be the new store
    manager. I start as soon as the
    old manager retires.
F:    When does the old manager
    retire?
M:    He retires next month.
N:    Well, I think that's enough work
    for this lesson.
    This is the end of Lesson
    Eleven.

15

BOOK TWELVE, REVIEW FOUR
N:    Review Four. For this lesson,
    you'll need a pencil and a
    piece of paper.
    Now take your pencil and a piece
    of paper. In a moment, you're
    going to hear the telephone
    messages of some different
    businesses, such as a beauty salon
    and an optometrist's office. The
    messages will tell you what
    services are provided by each
    business. First, don't write
    anything. Just listen.
F:    Hi. This is Ashley's Hair Salon.
    We specialize in haircutting for
    men, women, and children. We
    do makeup, hair coloring, skin
    care, and manicures.
   
190


M:    This is Hamilton Eye Care. Call
    us during normal business hours
    for an appointment. We examine
    eyes, fill prescriptions, and
    duplicate lenses.
F:    Hello. This is the Clean
    Connection. Home and office
    cleaning is our specialty. We'll
    clean your furniture, shampoo
    your rug, wax your floor, and
    wash your windows.
M:    Hi. This is King Photo. Come in
    for one-hour film development.
    We also do black and white
    processing, enlargements,
    passport photos, and camera
    repairs. For a low price, we'll also
    convert your movies to video.
N:    Now you'll hear those messages
    again. This time, take your
    pencil and write down the
    services mentioned in each
    message. There will be a short
    pause after each one for you to
    write. Ready? Let's begin.
F:    Hi. This is Ashley's Hair Salon.
    We specialize in haircutting for
    men, women, and children.
    We do makeup,
    hair coloring,
    skin care, and manicures.
M:    This is Hamilton Eye Care. Call
    us during normal business hours
    for an appointment. We examine
    eyes, fill prescriptions,
    and duplicate lenses.
F:    Hello. This is the Clean
    Connection. Home and office
    cleaning is our specialty.
    We'll clean your furniture,
    shampoo your rug,
    wax your floor,
    and wash your windows.
M:    Hi. This is King Photo. Come in
    for one-hour film development.
    We also do black and white
    processing,
    enlargements,
    passport photos,
    and camera repairs.
    For a low price, we'll also
    convert y<1Ur movies to video.
N:    Now use your paper to answer
    some questions about the services
    provided by these businesses.
    When you answer, use get and a
    causative form. For example, you
    hear.. .
M:    What services can women get for
    their hair at Ashley's Hair Salon?


N:    And you say. . .
F:    They can get their hair cut and
    colored there.
N:    Then you hear. . .
M:    Can a man get a haircut at
    Ashley's?
N:    And you say. . .
F:    Yes. He can get his hair cut
    there.
N:    All right. Let's begin.
M:    What services can women get for
    their hair at Ashley's Hair Salon?
F:    They can get their hair cut and
    colored there.
M:    Can a man get a haircut at
    Ashley's?
F:    Yes. He can get his hair cut
    there.
M:    Can I get an eye examination at
    Hamilton Eye Care?
F:    Yes. You can get your eyes
    examined there.
M:    Will they fill my prescriptions?
F:    Yes. You can get your
    prescriptions filled there.
M:    At Clean Connection, will they
    clean my furniture?
F:    Yes. You can get your furniture
    cleaned there.
M:    Will they shampoo my rug, wax
    my floor, and wash my windows?
F:    Yes, you can get your rug
    shampooed, your floor waxed,
    and your windows washed there.
M:    At King Photo, do they repair
    cameras?
F:    Yes. You can get your camera
    repaired there.
M:    Will they also convert my
    movies to video?
F:    Yes. You can get your movies
    converted to video there.
N:    Now take your pencil and a piece
    of paper for a short dictation. In
    a moment, you'll hear a short
    talk about Connecticut. Don't
    write anything at first; just listen.
F:    If you want a perfect vacation,
    come to Connecticut. Here you
    will find more than two hundred
    and fifty miles of seashore, and
    dozens of rivers and streams. The
    state has more than a hundred
    state parks and forests and dozens
    of nature centers, arboretums,
    and public gardens. If you want
    wildflowers, waterfalls, or trout
    fishing, you can find it all in
    Connecticut.
N:    Now take your pencil and a piece


    of paper. You'll hear the same
    talk again. This time there will
    be a pause after each group of
    words for you to write down what
    you hear. . . Ready? Let's begin.
F:    If you want a perfect vacation,
    come to Connecticut.
    Here you will find
    more than two hundred and fifty
    miles of seashore,
    and dozens of rivers and streams.
    The state has more than a
    hundred state parks and forests
    and dozens of nature centers,
    arboretums, and public gardens.
    If you want wildflowers,
    waterfalls, or trout fishing,
    you can find it all in
    Connecticut.
N:    Now listen as the talk is read for
    the last time. Check your paper
    and correct any mistakes that
    you may find.
F:    If you want a perfect vacation,
    come to Connecticut. Here you
    will find more than two hundred
    and fifty miles of seashore, and
    dozens of rivers and streams. The
    state has more than a hundred
    state parks and forests and dozens
    of nature centers, arboretums,
    and public gardens. If you want
    wildflowers, waterfalls, or trout
    fishing, you can find it all in
    Connecticut.
N:    Now use your paper to answer
    these questions. Give short
    answers. Question One.
F:    Where should you go, if you
    want a perfect vacation?
M:    To Connecticut.
N:    Question Two.
F:    How many miles of seashore are
    there in Connecticut?
M:    More than two hundred and
    fifty.
N:    Question Three.
F:    How many rivers and streams
    does the state have?
M:    Dozens.
F:    Question Four.
F:    How many state parks and forests
    are there?
M:    Over a hundred.
N:    Question Five.
F:    In addition to state parks and
    forests, how many nature
    centers, arboretums, and public
    gardens are there?
M:    Dozens.

191
N:    Question Six.
F:    What are the last three things
    mentioned which you can find in
    Connecticut?
M:    Wildflowers, waterfalls, and trout
    fishing.
N:    Yes. As you now know, you can
    find it all in Connecticut. And
    that's all for this lesson.
This is the end of Review Four.

16



BOOK TWELVE,
LESSON TWELVE

N:    This is Lesson Twelve.
    Listen to part of the conversation
    during and after a broadcast at
    WEFL. First, you'll hear Jake
    finishing his news report. Then
    you'll hear Steven and Jake
    talking about the report and the
    good things that will happen
    because of it. Do they use more
    active-voice verbs or more
    passive-voice verbs? Listen.
JAKE:    . . . and so it was decided
    earlier today. No apartment
    buildings will be built on
    the land at the Nature
    Center. Thomas Ames's
    project was not approved.
    And that's our news for
    tonight. I'm Jake
    Seltzer . . .
STEVEN:    Great job.
JAKE:    Yeah, it feels good. Once in
    a while you get to do a story
    that means something.
    Because of our story, the
    water and land at the
    Nature Center won't be
    polluted. The animals at
    the farm won't be
    killed . . .
STEVEN:    And the station wasn't
    sabotaged again.
N:    Well, did they use more active-
. voice verbs or more passive-voice
    verbs? If you said "passive-voice
    verbs," you were right. Now
    listen and repeat.
M:    It was decided earlier today.
    It was decided earlier today.
    on the land at the Nature Center
    no apartment buildings will be
    built
    No apartment buildings will be
    built on the land at the Nature
    Center.
    No apartment buildings will be
       


    built on the land at the Nature
    Center.
F:    Thomas Ames's project was not
    approved.
    Thomas Ames's project was not
    approved.
    The water and land at the
    Nature Center won't be polluted.
    The water and land at the
    Nature Center won't be polluted.
    The animals at the farm won't be
    killed.
    The animals at the farm won't be:
    killed.
M:    And the station wasn't sabotaged
    again.
    And the station wasn't sabotaged
    again.
N:    Now you're going to hear a
    sentence that is either in the
    active voice or in the passive
    voice. Repeat the sentence,
    changing it to the opposite form.
    For example, you hear. . .
F:    The factory won't pollute the
    water.
N:    And you say. . .
M:    The water won't be polluted by
    the factory.
N:    Or you hear. . .
F:    The building project wasn't
    approved by the town.
N:    And you say. . .
M:    The town didn't approve the
    building project.
N:    All right, let's begin.
F:    The factory won't pollute the
    water.
M:    The water won't be polluted by
    the factory.
F:    The building project wasn't
    approved by the town.
M:    The town didn't approve the
    building project.
F:    The animals weren't killed by
    the land owner.
M:    The land owner didn't kill the
    animals.
F:    Chris found the deed to the
    property.
M:    The deed to the property was
    found by Chris.
F:    Chris's discovery saved the
    Nature Center.
M:    The Nature Center was saved by
    Chris's discovery.
F:    The station wasn't sabotaged by
    Terry and Rita.
M:    Terry and Rita didn't sabotage
    the station.


N:    Now listen to part of the
    dialogue between Rita and Terry.
    During the conversation Rita
    tells Terry that he should have
    something examined. What is it?
    Listen.
RITA:        Do you have a lot more work
        to do?
TERRY:    I'll be done in a few minutes.
        Hey, you look beautiful.
RITA:        Really? You should have your
        eyes examined.
TERRY:    No, really. Your hair looks
        very pretty.
RITA:        I had it done at the beauty
        parlor. Do you like it?
TERRY:    Very much.
RITA:        Good. Now do me a favor
        and take me to lunch.
N:    What was it that Rita said Terry
    should have examined? His eyes.
    When we say. . .
RITA:        You should have your eyes
        examined.
N:    We don't always mean it in a
    serious way. Rita just means that
    she doesn't agree with Terry that
    she looks beautiful. However,
    sometimes when we think a
    person has something wrong with
    a part of the body, we do tell
    that person he or she should
    have that part of the body
    examined. Now you hear. . .
F:    I'm having trouble reading. The
    letters don't appear very clear to
    me.   
N:    And you say. . .
M:    You should have your eyes
    examined.
N:    Or you hear. . .
F:    I don't seem to hear very well
    these days. Everything sounds far
    away.
N:    And you say. . .
M:    You should have your ears
    examined.
N:    All right? Let's begin.
F:    I'm having trouble reading. The
    letters don't appear very clear to
    me.   
M:    You should have your eyes
    examined.
F:    I don't seem to hear very well
    these days. Everything sounds far
    away.
M:    You should have your ears
    examined.
F:    I'm having trouble smelling
       
192

things. I don't seem able
to smell as well as I used to.
M: You should have your nose
    examined.
F: My arm is bothering me.
Most of the time it doesn't hurt.
But sometimes I get a pain
when I move it.
M: You should have your arm
    examined.
    F: There's a soreness every time I
    try to swallow. And my voice
    sounds lower than usual.
M: You should have your throat
    examined.
    F: When I try to walk, I get this
    burning feeling and pains just
    below my ankles.
M: You should have your feet
    examined.
N: Now let's have a little spelling review,
just to make sure you know how
some parts of the body should be written.
You'll hear a word,
and then you give the correct spelling.
OK? Let's begin.
M: Eyes.
F: E - Y - e - s.
M: Ears.
F: E - a - r - s.
M: Nose.
F: N - 0 - s - e.
M: Elbow.
F: E-I-b-o-w.
M: Throat.
F: T - h - r - 0 - a - t.
M: Feet.
F: F - e - e - t.
    N: Now to end this lesson, let's
listen to the end of the conversation
between Rita and Terry.
What is the expression that Rita uses
to indicate that she is very hungry? Listen.
TERRY: The show will be edited in a
    few minutes.
    RITA: Please hurry up, Terry. I'm
    so hungry, I could eat a
    horse.
    TERRY: So why go out? Why don't
    we have some food
    delivered?
    RITA: Eat lunch here? Nothing
    ever changes. I'll never get
    out of this place.
N: Well, what was the expression
that Rita used to indicate
that she was very hungry? It was this. one.. .


RITA: I'm so hungry, I could eat a
    horse.
N: Now you're going to hear some
sentences, some of which use
expressions you have studied.
Some of the articles-a, an,
or the-will be left out. Repeat the
sentence putting in the missing article.
For example, you hear.. .
M: The show will be edited in . . .
few minutes.
N: And you say ...
F: The show will be edited in a few
minutes.
N: Or you hear. . .
M: I'm so hungry, I could eat. . . .
horse.
N: And you say. . .
F: I'm so hungry, I could eat a
horse.
N: All right, let's begin.
M: The show will be edited in. . .
    few minutes.
F: The show will be edited in a few
    minutes.
M: I'm so hungry, I could eat. . .
    horse.
F: I'm so hungry, I could eat a
    horse.
M: He really got hot under. . .
    collar.
F: He really got hot under the
    collar.
M: A lot of things are up in . . . air
    right now.
F: A lot of things are up in the air
right now.
M: He flew into. . . rage.
F: He flew into a rage.
M: Am I making. . . big mistake?
F: Am I making a big mistake?
M: I know this place like. . . back
    of my hand.
F: I know this place like the back of
    my hand.
M: Do me. . . favor and take me to
    lunch?
F: Do me a favor and take me to
    hinch?
M: To tell you. . . truth, I'm glad
    it's over.
F: To tell you the truth, I'm glad
    it's over.
N: And now that we've come to the
end of our English course,
tell the truth. Are you glad it's over?
Well, to tell the truth, I
'm glad it's over, in a way.
There was a

lot of hard work involved.
But in another way,
I'm sad it's over,
as well. We've come a long way
together and learned a lot too.
And I hope you agree
with me that it was a valuable experience.
This is the end of Lesson Twelve.

　　　
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